New jersey performiNg arts ceNter

p l a s t i c p u r s eL i l l y ’ s p u r p l e

s c h o o lt i m ep e r f o r m a n c e s e r i e s

Generous support for SchoolTime provided, in part, by

LiLLy’s PurPLe PLastic Purse

Omaha Theater Company’s charming adaptation of Kevin Henkes’ award-winning children’s book stars Lilly, a mouse who loves everything! She loves dressing up. She loves her little brother, Julius. She loves school. She loves her teacher, Mr. Slinger. Lilly especially loves her purple plastic purse that plays music. When Mr. Slinger confiscates Lilly’s purse in school, she gets angry and draws a mean picture of him. But Mr. Slinger returns Lilly’s purse with a surprising note tucked inside, prompting Lilly to try to find a way to make up with her teacher. Drama ensues as bicycle-riding bullies, Julius, and the dreaded “uncooperative chair” all conspire to get in the way.

OMaHa THeaTer COMpany Founded in 1949, the Omaha Theater Company (known locally as The Rose) is one of the oldest, largest, and most well respected children’s theater companies in the country, serving more than 300,000 children and families each year at home and on national tour.

Originally called the Omaha Junior Theater, the company operated without a permanent home or any paid staff for its first 25 years. In 1974, a capital fundraising campaign enabled the Junior Theater to find a permanent home—complete with a 500-seat theater, classrooms and a costume shop—at the Center Theater, a neighborhood movie house. In 1977, the theater company was renamed The Emmy Gifford Children’s Theater to honor its principal founder.

In 1993, the company changed its name to the Omaha Theater Company and moved to the old Astro Theater—renamed The Rose Blumkin Performing Arts Center—after a $10.3 million renovation spearheaded by The Rose Blumkin Performing Arts Center Foundation President Susie Buffett. The Omaha Theater Company first staged a production at The Rose Theater in 1995.

The Omaha Theater Company casts professional actors from across the United States and sets the highest standards for performance quality in the region. The company began touring nationally in 1990 and visits roughly 50 cities each year, offering more than 115 shows. It has performed at such prestigious venues as the Brooklyn Center (Brooklyn, NY), Clowes Hall (Indianapolis, IN), Carson Center (Paducah, KY), and NJPAC (Newark, NJ).

Past touring productions include: The Little Engine That Could, Miss Nelson Is Missing, Horrible Harry, If You Give a Cat a Cupcake, How I Became a Pirate and Diary of a Worm, a Spider, and a Fly. New for the 2014-15 season, Omaha Theater Company is proud to tour this charming adaptation of Kevin Henkes’ award-winning, bestselling picture book Lilly’s Purple Plastic Purse.

about the performance

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meet Kevin Henkes

Born in 1960 in Racine, Wisconsin, Kevin Henkes was inspired to be a writer by childhood visits to the library with his family. He loved selecting the books and bringing them home. Henkes really enjoyed the work of illustrators like Crockett Johnson and Garth Williams. He began drafting his first picture book, All Alone, while he was still in high school, and it was published when he was just 20 years old.

Since then, Henkes has worked steadily, writing and illustrating 35 picture books that have won him a devoted audience as well as considerable critical acclaim.His many awards and citations include a 1994 Caldecott Honor for Owen, a 2004 Newbery Honor for Olive’s Ocean, and a 2005 Caldecott Medal for Kitten’s First Full Moon.

In addition to his self-illustrated picture books, Henkes has written picture books that others have illustrated, as well as a number of novels for young readers. He lives with his wife in Madison, Wisconsin.

Below are some of the books written by Kevin Henkes. What books have you read? Check all that apply.

Mr. Henkes has created characters in his stories that appeal to young people because they can relate to the circumstances they find themselves in each story. Take a survey of the characters listed below. Which one do most of the students relate to and why? Why do you think Mr. Henkes made these characters mice?

Chester Chrysanthemum Julius Lilly Owen Penny Sheila Rae Wemberly Wendell

Penny and Her Marble (February 2013) Penny and Her Doll (August 2012) Penny and Her Song (February 2012) Lilly’s Big Day (April 2006) Lilly’s Chocolate Heart (December 2003) Julius’s Candy Corn (August 2003) Olive’s Ocean (August 2003) Wemberly’s Ice-Cream Star (April 2003) Owen’s Marshmallow Chick (February 2002)

Sheila Rae’s Peppermint Stick (August 2001) Wemberly Worried (August 2000) Lilly’s Purple Plastic Purse (August 1996) Owen (September 1993) Chrysanthemum (September 1991) Julius, the Baby of the World (September 1990) Chester’s Way (August 1988) Sheila Rae, the Brave (August 1987) A Weekend with Wendell (August 1986)

The p.e.r.F.O.r.M. activities will enable students to get the most out of a SchoolTime performance.

Prepare for the performance

Introduce students to Lilly.Read Lilly’s Purple Plastic Purse to your class. Author Kevin Henkes describes Lilly as exuberant. Do your students agree or disagree? Ask students to describe Lilly in response to the question, What character traits best describe Lilly? Use examples from the story to support your answer.

ExperIenCe Lilly’s adventures

View a video of Lilly’s Purple Plastic Purse. There are several videos of Lilly’s Purple Plastic Purse. One video shows a stage performance by the Denver Children’s Theatre. Other videos show different versions of Lilly’s Purple Plastic Purse to be read aloud. There is also a video on Kevin Henke’s website in which the author discusses how he created Lilly. View at least two videos of Lilly’s Purple Plastic Purse. Discuss the following questions:

• What did you learn about Lilly from the videos?• What are the unique qualities of each video?

ReaD read more about Lilly.Lilly first appears in the Kevin Henkes book Chester’s Way. She later stars as the main character in books such as Lilly’s Big Day, Lilly’s Chocolate Heart, and A Book of Treats. Lilly also appears in Julius, the Baby of the World and Wemberly Worried. Read two additional books in which Lilly is a character. Ask students to support the statement, “If you love life, you’ll love Lilly,” using examples from each book read in class

FOCuS on the performance

Write a review of Lilly’s Purple Plastic Purse. Before attending the performance, you and your students should read several books about Lilly. After the show, ask students to write a review of the performance using one of the following questions as a prompt:

• How was the stage version of Lilly’s Purple Plastic Purse similar to or different from the book version?

• What character traits did Lilly display on stage? How?• How did Lilly move and sound in the stage version of Lilly’s Purple Plastic Purse?

OrIgInaTe Write your own Lilly story. Ask students to list their favorite Lilly moments from the show. Then ask students to list their favorite Lilly moments from her appearances in the books. Have the class vote on the top 3-5 Lilly moments. Depending on the size of the class, break the children into groups. Ask each group create a Lilly story and act it out. Use the following steps as a scaffold.

• Step 1: Write a story based on a Lilly moment.• Step 2: Turn the story into a script.• Step 3: Add mouse movements to the story.

ReHearSe rehearse your skit. Students should practice their skits two times before performing it in the classroom. If time permits, students can make props to help them look like mice.

MaKe magic!

Share.Share your skits with the class .

P.E.R.F.O.R.M.

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Write a letter to the actors of the Omaha Theater Company.

NJPACSchoolTime Performance SeriesOne Center StreetNewark, NJ 07102

Name __________________________________________________________________________________ Grade ______________

School _______________________________________________________________________________________________________

School address ________________________________________________________________________________________________

City _______________________________________________________________________ State ______ Zip ___________________

Date ________________________________________

Dear _____________________________________________________________________

My favorite part of the performance was _____________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

I liked it when Lilly __________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

If I was the playwright, I would change _____________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

Sincerely,

__________________________________________________________________________

activity sheet

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NJ core curriculum content standards & common core standards

engLISH Language arTS

pre-K SL.PK.1: Participate in conversations and interactions with peers and adults individually and in small and large groups.

SL.PK.2: Ask and answer questions about a text or other information read aloud or present-ed orally.

SL.PK.4: Begin to describe familiar people, places, things, and events and sometimes with detail.

Kindergarten SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

SL.K.4: Describe familiar people, places, things, and events and, with prompting and sup-port, provide additional detail.

grade 1 SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

SL.1.2: Ask and answer questions about key details in a text read aloud or information pre-sented orally or through other media.

SL.1.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

grade 2 SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

SL.2.2: Recount or describe key ideas or details from a text read aloud or information pre-sented orally or through other media.

SL.2.4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

grade 3 SL.3.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

SL.3.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

VISuaL anD perFOrMIng arTS

pre-K 11.1: Children express themselves through and develop an appreciation of creative move-ment and dance.

1.2: Children express themselves through and develop an appreciation of music.

1.3: Children express themselves through and develop an appreciation of dramatic play and storytelling.

grades K–3 1.1: The Creative Process

1.2: History of the Arts and Culture

1.3: Performance

1.4: Aesthetic Responses & Critique Methodologies

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resources

Lilly’s Purple Plastic Purse by Kevin HenkesCheck out the book that started it all! Lilly’s Grammy buys her an extra-purple, extra-plastic, extra-awesome purse for a new year at school. But when Lilly brings it to school, she interrupts the class and her teacher takes it away for a day. Drama ensues!

Julius, Baby of the World by Kevin Henkes Julius’ parents love their new baby, but his older sister Lilly is not so impressed. He can’t play, he can’t walk—all he can do is gurgle and scream! Lilly hopes he will go away, but what will happen when Lilly’s cousin Garland comes over to meet Julius? Will she feel the same way? More importantly, will Lilly?

sheila rae, the Brave by Kevin Henkes Sheila Rae is the bravest mouse of all—she growls at stray dogs and steps on every sidewalk crack! Sometimes she bosses around her little sister, Louise. But when Sheila Rae gets lost in the forest on the way home, she needs someone else to be brave!

chrysanthemum by Kevin Henkes Chrysanthemum and her family think her name is “precious and priceless.” She loves having that name. But the other kids in her class begin to whisper that her name is too strange, and too long. What will Chrysanthemum do?

http://www.readwritethink.org/files/resources/lesson_images/lesson175/traits.pdf This link provides an invaluable list of character traits to assist students in their description of Lilly.

www.kevinhenkes.com The acclaimed author’s official website. See the book list, find out in which books favorite characters appear, and check out more activities from the world of Kevin Henkes’ children’s books.

http://www.education.wisc.edu/ccbc/authors/henkes/main.asp A wonderfully written article about the author and his life, including how he got started writing and illustrating. Also includes links to a book list, an awards list, and other links concerning Henkes’ works.

http://www.creativedrama.com/theatre.htm If your students enjoyed the games in this study guide, give this site a glance for more ideas on how to incor-porate theater games into your classroom. Also includes links to improvisation games as well as a book list for more creative drama games.

http://www.youtube.com/watch?v=q20LpjapOao This link shows Lilly’s Purple Plastic Purse performed by the Denver Children’s Theatre. This video provides an opportunity for students to see what they might expect from the stage performance.

VOCaBuLary1. purse – Bag used for carrying personal things

2. Furious – Extremely angry.

3. note – A short letter.

4. personification – Giving an animal human characteristics.

5. apology –A statement saying that you are sorry about something : an expression of regret for having done or said something wrong.

why arts education?

New jersey performiNg arts ceNter

CHaMpIOnS OF CHange: THe IMpaCT OF THe arTS On LearnIng STuDy“The ultimate challenge for American education is to place all children on pathways toward success in school and in life. Through engagement with the arts, young people can better begin lifelong journeys of developing their capabilities and contributing to the world around them...The arts can play a vital role in learning how to learn, an essential ability for fostering achievement and growth throughout their lives. … Young people can be better prepared for the 21st century through quality learning experiences in and through the arts.” — Richard Riley, former Secretary of Education

An extensive study performed by Judith Burton, Robert Horowitz and Hal Abeles of the Center for Arts Education Research at Columbia University looked into the effects of arts education on cognitive development and overall academic success. The study revealed that students at high arts schools out-performed students at low arts schools in several key areas:

CreaTIVe THInKIng– Solutions: a greater number of ideas or approaches to solve problems.– Originality: more innovative approaches to solving problems.– Elaboration: mentally constructing more detail in formulating solutions.– Resistance to closure: tendency to keep an open mind, to avoid rushing to premature judgments or being satisfied too

quickly with a possible solution.

generaL COMpeTenCIeS – Expression: better able to express thoughts and ideas to teachers and peers and to do so in different ways.– Risk-taking: an increased willingness to try new things, use new materials and approaches, even at the risk of failing; more

willing to risk expressing novel ideas to peers and parents.– Cooperation: worked better with peers and with teachers.– Synthesis: better at unifying divergent thoughts, feelings and facts.

perCepTIOn OF SeLF aS Learner– Higher self-concept in reading, math and general academics.– Teachers rated them as having more self-confidence.

njpac arts education

For more information or to schedule an appointment, please call our education sales team at 973-353-7058 or email us at artseducation@njpac.org. Visit us at www.njpac.org/education.

New Jersey Performing Arts Center • One Center Street • Newark • NJ 07102

NJPAC Arts Education programs are made possible through the generosity of our endowment donors: The arts education endowment Fund in honor of raymond C. Chambers, randi and Marc e. Berson, Joan and allen Bildner, Toby and Leon Cooperman and albert and Katherine Merck

Generous annual support for NJPAC Arts Education Programs is provided by:The Star Ledger, McCrane Foundation, Inc., care of Margrit McCrane, Surdna Foundation, John and Suzanne Willian/goldman Sachs gives, MCJ amelior Foundation, The Johnny Mercer Foundation, Joan and allen Bildner, Jennifer a. Chalsty, Johnson & Johnson Family of Companies, panasonic Corporation of america, and The Sagner Companies/The Sagner Family Foundation

FOUNDAT ION

THE McCRANEFOUNDATION, INC.,

care of Margrit McCrane

William J. Marino and John R. Strangfeld, Co-Chairs, NJPAC Board of DirectorsJohn Schreiber, President & CEOAlison Scott-Williams, Vice President, Arts EducationKristina Watters, Administrative Assistant & Office ManagerJennifer Tsukayama, Senior Director of Arts EducationChristopher Phillips, Administrative Assistant & Office ManagerCaitlin Evans-Jones, Director, Partnerships & Professional DevelopmentEyesha Marable, Manager, Sales & PartnershipsRosa Hyde, Manager, Arts Education PerformancesMarcus George, Customer Care Coordinator

Rebecca Hinkle, Director of Arts EducationPatricia Sweeting, Coordinator, After School & Summer ProgramsMichele Wright, Director, Music Programs & New Initiatives Alexis Almeida, Program Coordinator, Music Programs & New Initiatives Jamie M. Mayer, Director, In-School Programs Erika Hicks, Program Manager, In-School Programs (Music)Rochelle Herring-Peniston, Curriculum ConsultantMichelle Vames, Editor of Teacher’s Resource GuidesLia Di Stefano, Graphic Designer